“Teach pupils to speak dialogue speech in primary school”

Asankhodjayeva I.F., Ismailova F.V.

Түйіндеме

Бұл мақала оқушыларды ағылшын тілінде диологтық сөйлеуге үйретуді қысқаша қарастырады .

Language education may take place as a general school subject or in a specialized language school. There are many ways of teaching languages. Some have fallen into relative obscurity and others are widely used; still others have a small following, but offer useful insights.

While sometimes confused, the terms “Dialogue” is hierarchical concepts.

Dialogue is a special kind of discourse that enables people with different perspectives and worldviews to work together to:

-Dispel mistrust and create a climate of good faith

-Break through negative stereotypes

-Shift the focus from transactions to relationships, creating community

-Make participants more sympathetic to one another even when they disagree

-Prepare the ground for negotiation or decision making on emotion-laden issues

-Expand the number of people committed to decisions on challenging issues

To explain dialogue we contrast it with debate, a more common form of discourse. Both are essential in decision-making, but they have different purposes. Debate is about winning; dialogue is about learning.

Dialogic teaching is not just any talk. It is as distinct from the question-answer and listen-tell routines of traditional teaching as it is from the casual conversation of informal discussion. Thus:

Dialogic teaching is not the speaking and listening component of the teaching of national curriculum English under another name.

• It attends as closely to the teacher’s talk as to the pupil’s.

• It is a comprehensive approach to talk in teaching and learning across the whole curriculum.

• It is grounded in research on the relationship between language, learning, thinking and understanding, and in observational evidence on what makes for truly effective teaching.

Dialogic teaching certainly aims to improve pupil’s powers of communication, but it aims to do much more than that.

Dialogic teaching is not a single set method of teaching.

• Dialogic teaching is an approach and a professional outlook rather than a specific method. It requires us to rethink not just the techniques we use but also the classroom relationships we foster, the balance of power between teachers and taught and the way we conceive of knowledge.

• Dialogic teaching, like all good teaching, is grounded in evidence and principles.

• And like all good teaching it draws on a broad repertoire of strategies and techniques.

• The teacher draws on this repertoire in response to different educational purposes and contexts, the needs of different pupils, and the diverse character what is to be taught and learned.

A dialogue consists of a series of lead-response units. The significant feature of a lead-response unit is that the response part may, and usually does, serve in its own turn as a fresh inducement leading to further verbal exchanges, i. e., lead ► response ► inducement ► response. A response unit is a unit of speech between two pauses. It may consist of more than one sentence. But the most characteristic feature of a dialogue is that the lead-response units are closely connected and dependent on each other. The lead is relatively free, while the response depends on the first and does not exist without it.

— Where is the book?

— There, on the shelf.

In teaching dialogue we should use pattern dialogues as they involve all features which characterize this form of speech.

There are three stages in learning a dialogue: (1) receptive; (2) reproductive; (3) constructive (creative).

1. Pupils "receive" the dialogue by ear first. They listen to the dialogue recorded or reproduced by the teacher. The teacher helps pupils in comprehension of the dialogue using a picture or pictures to illustrate its contents. They listen to the dialogue a second time and then read it silently for better understanding, paying attention to the intonation. They may listen to the dialogue and read it again, if necessary.

2. Pupils enact the pattern dialogue. We may distinguish three kinds of reproduction:

Immediate. Pupils reproduce the dialogue in imitation of the speaker or the teacher while listening to it or just after they have heard it. The teacher checks the pupils' pronunciation and intonation in particular. The pupils are asked to learn the dialogue by heart for homework.

Delayed. After pupils have learned the dialogue at home, they enact the pattern dialogue in persons. Before calling on pupils it is recommended that they should listen to the pattern dialogue recorded again to remind them of how it "sounds".

Modified. Pupils enact the dialogue with some modifications in its contents. They change some elements in it. The more elements (main words and phrases) they change in the pattern the better they assimilate the structure of the dialogue:

— Will you help me, sonny?

— What shall I do, Mother?

— Will you bring me a pail of water?

— Certainly I will.

The use of pictures may be helpful. Besides pupils use their own experience while selecting the words for substitutions.

The work should not be done mechanically. Pupils should speak on the situation. As a result of this work pupils master the structure of the pattern dialogue (not only the contents), i. e., they can use it as a model for making up dialogues of their own, that is why pattern dialogues should be carefully selected.

The first two stages aim at storing up patterns in pupils' memory for expressing themselves in different situations, of course within the topics and linguistic material the syllabus sets for each form.

3. Pupils make up dialogues of their own. They are given a picture or a verbal situation to talk about. This is possible provided pupils have a stock of patterns, a certain number of phrases for starting a conversation, joining in, etc. They should use those lead-response units they have learned in connection with the situation suggested for a conversation.

At the third stage the choice of stimuli is of great importance, as very often pupils cannot think what to say, though they know how to say this or that. Therefore audio-visual aids should be extensively utilized.

Rule for the teacher: In teaching dialogue use pattern dialogues; make sure that your pupils go through the three stages from receptive through reproductive to creative, supply them with the subject to talk about.

In teaching speaking the problem is what form of speech to begin with, and what should be the relationship between monologue and dialogue. This problem may be solved in different ways. Some methodologists give preference to dialogic speech in teaching beginners, and they suggest that pupils learn first how to ask and answer questions which is mostly characteristic of a dialogue, and how to make up a short dialogue following a model. Pupils are taught how to make statements, how to combine several sentences into one utterance in connection with an object or a situation offered. As to the relationship between monologue and dialogue, it should vary from stage to stage in teaching speaking in schools. In the junior stage (5—6 forms) dialogic speech, the time which allows the teacher to introduce new material and consolidate it in conversation, must prevail. In the intermediate stage (7—8 forms) dialogue and monologue must be on an equal footing.

In the senior stage (9—10 forms) monologic speech must prevail since pupils take part in discussion and, therefore, express their thoughts in connection with a problem or retell a text read or heard. To sum it up both forms of speech (monologue and dialogue) should be developed side by side with preference for the one which is more important for pupils' progress in learning a foreign language at a certain stage.

Practical Ideas Language learning & Language acquisition

• L1 is acquired and L2 is learned.

This is because we understand that the first language is acquired through experience while the second language usually comes with formal teaching.

• We The order of acquisition

… Present the language orally; the child listens

… Then ask the children to reproduce the language orally; the child speaks

… Then present language in the written form; the child reads

… Finally ask then to reproduce this language in a written form; the child writes

Pupils should be acquainted with some peculiarities of the spoken language, otherwise they will not understand it when hearing and their own speech will be artificial. This mainly concerns dialogues. Linguistic peculiarities of dialogue are as follows:

The use of incomplete sentences (ellipses) in responses:

— How many books have you?

— One.

— Do you go to school on Sunday?

— No, - I don't.

— Who has done it?

— Nick has.

It does not mean, of course, we should not teach pupils complete forms of response. But their use should be justified.

— Have you seen the film?

— Yes, I have seen this film, and I am sorry I've wasted two hours.

— Did you like the book?

— Yes, I liked it very much.

There is a great variety of dialogue structures. Here are the principal four:

1. Question — response.

— Hello. What's your name?

— Ann. What's yours?

— My name is Williams

2. Question — question.

— Will you help me, sonny?

— What shall I do, mother?

— Will you polish the floor today?

— Is it my turn?

— Yes, it is. Your brother did it last time.

— Oh, all right, then.

3. Statement — statement.

— I'd like to know when he is going to come and see us.

— That's difficult to say. He is always promising but never comes.

— It's because he is very busy.

— That's right. He works hard.

4. Statement — question.

— I'm going to the theatre tonight.

— Where did you get tickets?

— My friend got them somewhere.

— How did he do it?

— I don't know.

In school teaching only one structure of dialogue is usually used, i.e., question — response. More than that, pupils' dialogues are artificial and they lack, as a rule, all the peculiarities mentioned above.

Reasonable to give the flowchart of the dialogue

In teaching dialogue in schools it is necessary to take into account these peculiarities and give pupils pattern dialogues to show what real dialogues look like.

In conclusion I would like to say that, dialogic teaching is an approach and a professional outlook rather than a specific method. It requires us to rethink not just the techniques we use but also the classroom relationships we foster, the balance of power between teachers and taught and the way we conceive of knowledge. Dialogic teaching is an approach and a professional outlook rather than a specific method. It requires us to rethink not just the techniques we use but also the classroom relationships we foster, the balance of power between teachers and taught and the way we conceive of knowledge.

Bibliography

1. Chastain, Kenneth. The Development of Modern Language Skills: Theory to Practice. Philadelphia: Center for Curriculum Development,1971.

2. Rippa, S. Alexander 1971. Education in a Free Society, 2nd. Edition. New York: David McKay Company, 1971.

3. Richards, Jack C.; Rodgers, Theodore S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge, New York: Cambridge University Press.

4. Rivers, Wilga M. Teaching Foreign Language Skills, 2nd Edition. Chicago: University of Chicago Press, 1981.